Using web-based tools to support source work and inquiry in social studies

Abstract

This study investigated the ways a select group of Secondary 3 Social Studies teachers and students worked with online information sources in Singapore’s Social Studies curriculum. The study utilized a set of web-based tools, the Critical Web Reader, to better understand the kinds of skills and knowledge necessary to work with Internet information sources. Research examined the ways these Social Studies teachers designed and implemented curricular resources to support online source work. Findings point to the need for greater scaffolding to support students’ conceptual understanding and literacy skills, and suggest the need for greater curricular and professional development efforts to scaffold skills with online information sources in classrooms.